クラブ カツドウ エノ チイキ サンカク オ キッカケ トシタ ガッコウ カイカク ノ アリカタ ニツイテノ イチコウサツ

This article is discussed the process of school reforms at the Kitashimizu elementary school in Osaka. In this school, many community peple take part club activities called "Fureai Time". These Activities is managed by community peoples and teachers support them. At the biginning of them, many activities, especially integrated learnings, library times and so on, participate them and do actively.国立情報学研究所『研究紀要公開支援事業』により電子化

キャリア キョウイク ノ カリキュラム カイハツ ニ カンスル ジッセンテキ ケンキュウ

In this article, I arrange the characteristic of the curriculum of a career education worked on in Takatsuki fourth Junior High School and two elementary schools and clarify the result and problem. The new curriculum was developed for upbringing of the social participation. As a characteristic, I establish introducing that it is thought as one’s problem, a learning cycle and am to let the cycle go through for nine years. As result, the improvement of the social participation of students was confirmed. In addition, the improvement of the curriculum development talent of the teacher was confirmed, too. As a problem, for developing curriculum of career education, the necessity for improvement of subject teaching was pointed out

キョウショク センモンセイ コウジョウ オ ハカル キョウシ キョウイク ニ カンスル イチコウサツ : キョウショク ダイガクイン ノ カリキュラム コウチク カラ ミエル カノウセイ

This paper focuses on the new reform of teacher education at graduate level by refering to PDS (Professional Development Schools) and NBPTS (National Board on Professional Teaching Standards) in U.S. In Japan, we are interested in teacher education at graduate level by recognizing educational crisises. I try to define new teaching pofession in Japan and to suggest a new curriculum of the professional school of teacher educaion, especially focusing contents of student teaching

キャリア キョウイク オ スイシン スル タメ ノ ジュギョウ カイゼン ノ ヤクワリ ニ カンスル ケンキュウ

This article surveyed the action of the Takatsuki fourth Junior High School precinct and clarified that a social participation of children increased. The factors that a social participation increased include three points. Primarily teachers set an aim autonomously and are to have pushed forward an action. Secondly, education contents and education methods were thought about deeply because they envisioned the new curriculum called the “Now and Future” course. Third, on the extension of the action of the career education, it is to have envisioned an action of the improvement of the subject. Future problems include improvement such as further promotion of the improvement of the subject, and improve student instruction and the classroom administration

ガッコウ セイカツ イシキ ニツイテノ ショウチュウ ギャップ ノ ブンセキ : ナルトシ ニオケル シツモンシ チョウサ ケッカ ノ ケイネン ヒカク ヨリ

This article discusses how the consciousness of children and parents change from the sixth grade at the elementary school to the first grade at a junior high school. The data are reanalyzed the result of investigations at Naruto City. As a result, we find that（1）the evaluation of achievement at the junior high schools is lower than it at the elementary schools，（2）An evaluation of the student−teacher relations decreased every point of view at the junior high schools，（3）The parents investigation is not seen in the difference of the small generally，（4）By the school scale distinction, the big difference is not seen with a child investigation, the parents investigation either

生徒の人権意識を高める学校経営に関する事例研究

本研究の目的は，中学校において生徒の人権意識が高まった学校経営上の要因を明らかにすることである。本研究では次の５点が明らかになった。①校長が「安全・安心な学校」という学校経営のコンセプトを繰り返し，生徒や教職員，保護者に表明していた。このことが生徒の人権意識に影響を与え，教職員組織における人権教育を重視する規範の形成を促した。②校長が学校経営方針を毎年改善し，教職員へ教育計画の改善を要求したことが，教職員における毎年の教育改善の規範形成を促した。③教職員における人権教育重視と，毎年の教育改善の規範形成が，人権教育の授業研究の継続 を促した。④人権教育に関する授業研究の継続が，人権教育の授業の質の向上や，教職員の協働性の向上を促していた。校長によるメンター研修の導入も，教職員の協働性を向上させた。⑤人権教育の授業の質と教職員の協働性の向上が，生徒の人権意識の高まりを促した。The purpose of this study is to clarify the factors in school management that raised the awareness of human rights of students in junior high school. The following five points were clarified in this study. (1) The principal repeated the school management concept of safe and secure school and expressed it to students, staff, and parents. This affected students\u27 awareness of human rights and encouraged the formation of norms that emphasize human rights education in staff. (2) The principal improved the school management policy every year and requested staff to improve the education plan, which prompted the formation of a norm for improving education every year. (3) The emphasis on human rights education among staff and the formation of norms for improving education every year promoted the continuation of human rights education lesson study. (4) Continuation of lesson study on human rights education promoted the improvement of the quality of human rights education lessons and the improvement of collaboration among staff. The introduction of mentor training system by the principal improved the collaboration of faculty and staff. (5) Improving the quality of human rights education lessons and the collaboration of staff promoted the heightened awareness of human rights of students

ダイガク キョウイク イインカイ ガッコウ ト レンケイ シタ キョウイク カイゼン ニ カンスル ジッセン キョウイク VII : ホンガク ト スズカシ キョウイク イインカイ ト ノ レンケイ ジギョウ ニ カンスル ガッコウ シエン ノ ケイカ

教職大学院を中心組織として，本学と鈴鹿市教育委員会は，平成２３年３月連携事業に関する協定書を交わした。事業内容は，以下の５点である。 ①本学教職大学院教員による公立学校を対象とした訪問指導 ②本学教職大学院教員による教育委員会及び校長会等への指導・助言の実施 ③鈴鹿市教育委員会による本学教職大学院への教員派遣の協力 ④鈴鹿市教育委員会による本学教職大学院が実施する教育実践研究に関する協力 ⑤その他，本学教職大学院と鈴鹿市教育委員会の協議結果に基づき実施する事業 この協定に基づき実施している連携事業の具体的方法を示すことを通して，大学，教育委員会，学校の三者の連携のあり方について考察した。本稿は，大学・教育委員会・学校と連携した教育改善に関する実践研究（I），（V）（VI）の継続論文である。On March 2011,Naruto University of Education, putting Advanced Practice of School Education as a center organization, signed an Agreement of Cooperative Project with Suzuka Board of Education. The five areas of the project are as follows: 1. On-site coaching to public schools by professors of Graduate School of Education. 2. Providing advices and instructions to the Board of Education and the principals by professors of Graduate School of Education. 3. Cooperation of teacher visits by Suzuka Board of Education to Graduate School of Education. 4. Suzuka Board of Education\u27s cooperation to practical educational research conducted by Graduate School of Education. 5. Other projects based on the discussion and agreement between Graduate School of Education and Suzuka Board of Education. Through concrete methods of this cooperative project based on this agreement, we studied the cooperation among universities, boards of education, and schools. This Study is a sequel of "Practical Study on Educational Improvement through Partnership among University, School and The Board of Education(I),(V)and(VI)

ダイガク キョウイク イインカイ ガッコウ ト レンケイ シタ キョウイク カイゼン ニ カンスル ジッセン ケンキュウ VI : ホンガク ト スズカシ キョウイク イインカイ トノ レンケイ ジギョウ ニ カンスル ガッコウ シエン ノ ケイカ

教職大学院を中心組織として，本学と鈴鹿市教育委員会は，平成２３年３月連携事業に関する協定書を交わした。事業内容は，以下の５点である。①本学教職大学院教員による公立学校を対象とした訪問指導②本学教職大学院教員による教育委員会及び校長会等への指導・助言の実施③鈴鹿市教育委員会による本学教職大学院への教員派遣の協力④鈴鹿市教育委員会による本学教職大学院が実施する教育実践研究に関する協力⑤その他，本学教職大学院と鈴鹿市教育委員会の協議結果に基づき実施する事業 この協定に基づき実施している連携事業の具体的方法を示すことを通して，大学，教育委員会，学校の三者の連携のあり方について考察した。本稿は，大学・教育委員会・学校と連携した教育改善に関する実践研究（I），（V）の継続論文である。On March 2011, Naruto University of Education, putting Advanced Practice of School Education as a center organization, signed an Agreement of Cooperative Project with Suzuka Board of Education. The five areas of the project are as follows: 1. On-site coaching to public schools by professors of Graduate School of Education. 2. Providing advices and instructions to the Board of Education and the principals by professors of Graduate School of Education. 3. Cooperation of teacher visits by Suzuka Board of Education to Graduate School of Education. 4. Suzuka Board of Education’s cooperation to practical educational research conducted by Graduate School of Education. 5. Other projects based on the discussion and agreement between Graduate School of Education and Suzuka Board of Education. Through concrete methods of this cooperative project based on this agreement, we studied the cooperation among universities, boards of education, and schools. This Study is a sequel of“ Practical Study on Educational Improvement through Partnership among University, School and The Board of Education (I) and (V).

ダイガク キョウイク イインカイ ガッコウ ト レンケイ シタ キョウイク カイゼン ニ カンスル ジッセン ケンキュウ VII : スズカシ チュウガッコウ ニオケル ガッコウ シンダン シツモンシ ノ コウセイ ニツイテ II

平成２３年度より，教職大学院を中心組織として，本学と鈴鹿市教育委員会は，平成２３年３月連携事業に関する協定書を交わした。この事業の一環として，平成２３・２４年度に鈴鹿市内の中学校において，生徒用，教職員用並びに保護者用の質問紙調査を実施した。本研究では，平成２３年度版の保護者用の調査項目の構成を検討して作成した平成２４年度版の学校診断質問紙の構成について検証した。平成２４年度版では汎用化のために，保護者用については３領域６下位領域の３３項目を設定した。平成２４年１１〜１２月に実施した調査結果に関する主成分分析の結果，保護者用では４因子が抽出された。設定領域との対照では，若干の項目については異なった関連性を示したが，多くの項目については設定領域の診断項目としての妥当性が示された。On March 2011, Naruto University of Education, putting Advanced Practice of School Education as a center organization, signed an Agreement of Cooperative Project with Suzuka Board of Education. We carried out the questionnaire survey of junior high school students, teachers and parents of the students in Suzuka City at 2011 and 2012 on this Project. The construction of the school assessment questionnaires for the parents of the 2012 version that examines those of the 2011 version are studied. In the 2012 version of the school assessment questionnaires, 33 items in the 3 categories / 6 subcategories at the parents were set up for generalized use. As a result of principal component analysis of survey data on November and December 2012, 4 factors were extracted in for the parents. Although a little item showed different relevancy from the setting, many items showed the validity as the assessment items of that